GLENMORE PARK LEARNING ALLIANCE
STAGE THREE
THE AUSTRALIAN COLONIES
HISTORY UNIT
STAGE STATEMENT
By the end of Stage 3, students describe and explain the significance of people, groups, places and events to the development of the Australian colonies and then Australia
as a nation. They describe and explain different experiences of people living in the Australian colonies and then in Australia as a nation. Students identify change and
continuity and describe the causes and effects of change in Australian society. Students explore the factors that led to Federation and trace experiences of democracy and
citizenship over time, including the struggles of various groups for rights and freedoms including Aboriginal and Torres Strait Islander peoples. Students engage with global
connections through stories of various migrant groups and their contribution to Australia’s economic and social development.
Students sequence events and people in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an
historical inquiry. They locate, identify and use a range of sources to record relevant historical information to answer inquiry questions. They examine sources to identify
and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts, and organizing and presenting their information,
they use historical terms and concepts and incorporate
The following Cross-Curricular Priorities and General Capabilities are evident in the following unit:
CROSS-CURRICULUM PRIORITIES AND GENERAL CAPABILITIES
QUALITY TEACHING ELEMENTS
Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Deep Knowledge

Explicit Quality Criteria

Background Knowledge

Sustainability

Deep Understanding

Engagement

Cultural Knowledge

Critical and creative thinking

Problematic Knowledge

High expectations

Knowledge Integration

Ethical understanding

Higher-Order Thinking

Social Support

Inclusivity

Information and communication technology capability

Metalanguage

Students’ self-regulation

Connectedness

Intercultural understanding



Student direction

Narrative

Literacy
Substantive
Communication
Numeracy

Personal and social capability

Civics and citizenship

Difference and diversity

Work and enterprise

Intellectual Quality
Quality Learning Environment
Significance
NOTE
The differentiated activities in this unit are a set of possible learning opportunities to
be taught at teacher discretion. This program is NOT designed to be taught in its
entirety. It is anticipated that educators will select and teach only those activities
pertaining to their students’ needs, interests and rate of learning with changes to
school routine in consideration.
STAGE THREE
THE AUSTRALIAN COLONIES
UNIT FOCUS
The unit “Gold Fever,” provides students with the opportunity to learn about the impact of the gold
rushes, the Eureka Stockade, internal exploration, migration, the advent of rail and the telegraph system
on the Australian colonies. They explore the reasons for migration to Australia from Europe and Asia and
contributions of migrant groups within the colony. The students also investigate the roles of significant
individuals or groups in the shaping of our nation; migrant miners (both European and Chinese),
entrepreneurs, artists, writers, political leaders, and Aboriginal and/or Torres Strait Islander peoples.
KNOWLEDGE AND UNDERSTANDINGS






Aboriginal people were the first to discovered gold in Australia but chose not to dig holes in the Earth
because of their spiritual connection to the land and their lack of need for money.
Although gold was found by convicts building roads in 1815 and James McBrien in 1823 near Bathurst,
news of its discovery was suppressed for fear of a convict uprising and the potential for mass escapees.
Edward Hargraves returned from the Californian Gold Rush in 1850 and recognised the same rock
types near Bathurst. He (with Lister and the Tom brothers), used mining methods developed in
California to find gold at Summerhill near Bathurst in 1851. As the government now wished to attract
people to Australia, Hargraves was attributed to be the first to discover gold and was granted 10 000
pounds. Lister and the Tom brothers were initially granted nothing but later received 1 000 pounds.
The population trebled from 430,000 in 1851 to 1.7 million in 1871. The majority were British but also
included Americans, French, Italian, German, Polish and Hungarians. The largest contingent however,
was the 40,000 Chinese. The Chinese were untiring workers and resentment grew towards them as
gold began to dwindle. This led to racial riots like the one at Lambing Flats.
A mass exodus of men from the cities ensued. These men brought a variety of skills to the goldfields.
General stores were erected and the economy grew exponentially. Later roads, railways, bridges,
schools, public buildings and the telegraph were funded by wealth from gold exports.
The monthly fee of 30 shillings for claims of only 13.5 square metres was difficult to tolerate. Miners
endured the heat, snakes, back-breaking work, hunger, illness, loneliness, raids by troopers and
bushrangers for little reward. Tensions built and the miners of the Ballarat Reform League (led by
Peter Lalor) staged an uprising against the authorities and their licence fee at the Eureka Stockade in
December 1854. This was the forerunner of unionism and the prelude to voting in Australia.
DURATION
The students will engage in one hour
of History a week for the duration
of 8 weeks in completing this unit.
VOCABULARY
Gold, goldrush, dust, specks, nuggets, veins
Fossicking, mining, diggings, dredging, claims
Edward Hargraves, miners, prospectors,
European, Chinese
Fee, licence, troopers, inspections
Pan, cradle, sluice box, puddling barrel, shaft,
windlass, sail, pick, shovel, axe
Bushrangers, raids, drowning, law and order,
gambling, alcohol, sly grog
Women, children, schools
Migration, population, racial tension, riots
Economy, roads, bridges, railways, telegraph,
river highways public buildings
Eureka Stockade, Peter Lalor, Ballarat Reform
League, The Southern Cross
OUTCOMES
The Australian Colonies
HT3-1
A student describes and explains the significance of people, groups, places and events to the development of Australia.
HT3-2
A student describes and explains different experiences of people living in Australia over time.
HT3-5
A student applies a variety of skills of historical inquiry and communication.
CONTENT OVERVIEW
HISTORICAL CONCEPTS
The impact of a significant development or event on a colony; for
example, frontier conflict, the gold rushes, the Eureka Stockade, internal
exploration, the advent of rail, the expansion of farming, drought
Students:
 Identify events that have shaped Australia's identity and discuss why
they were significant.
 Use a range of sources to investigate ONE significant development or
event and its impact on the chosen colony
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a colony
Students:
 Identify the European and Asian countries from which people
migrated to Australia during the nineteenth century and reasons for
their migration.
 Investigate the experiences of a particular migrant group and the
contributions they made to society.
The role that a significant individual or group played in shaping a colony;
for example, explorers, farmers, entrepreneurs, artists, writers,
humanitarians, religious and political leaders, and Aboriginal and/or
Torres Strait Islander peoples
Students:
Use a range of sources to investigate the role of a particular man,
woman or group and the contributions each made to the shaping of
the colony.

HISTORICAL SKILLS
Comprehension: chronology, terms and concepts
Students:
 Respond, read and write to show understanding of historical matters.
 Sequence historical people and events.
 Use historical terms and concepts.
Analysis and use of sources
Students:
 Locate information relevant to inquiry questions in a range of sources.
 Compare information from a range of sources.
Perspectives and interpretations
Students:
 Identify different points of view in the past and present.
Empathetic understanding
Students:
 Explain why the behaviour and attitudes of people from the past may differ from today.
Research
Students:
 Identify and pose questions to inform an historical inquiry.
 Identify and locate a range of relevant sources to support an historical inquiry.
Explanation and communication
Students:
 Develop historical texts, particularly narratives and descriptions, which incorporate
source material.
 Use a range of communication forms (oral, written, graphic) and digital technologies.
GOLD FEVER
FOCUS: GOLD – A PRECIOUS COMMODITY
OUTCOME
CONTENT
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Treasure Hunt - Mapping Task
Laminate images of 20 items (10 valuable and 10 non-valuable) and hide in strategic areas of
the playground. Indicate their positions on a map of the school using the numbers 1-20.
 In groups of three, students locate and highlight the valuable items in yellow (gold) on copies
of the site map. Non-valuable items can be coloured in grey.
 Discuss the criteria used to determine whether items were valuable or ‘precious.’

HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and
write to show
understanding of
historical matters.
Compare information
from a range of
sources.
Identify different
points of view in the
past and present.
Use historical terms
and concepts.
20 Laminated images;
10 precious and
10 non-precious
Site map / group
Highlighters
2. iPad Research Challenge: Gold – A Precious Commodity!
The students are divided into 6 groups; the material scientists, the geologists, the miners, the
historians, the gold traders and the fun-factsters. Each groups is given a research challenge to
complete in twenty minutes using iPads.
 Material Scientists – What is gold and its properties?
http://www.ducksters.com/science/chemistry/gold.php
 Geologists - How is gold formed in the Earth’s crust?
http://www.australianminesatlas.gov.au/education/down_under/gold/formed.html
 Miners – Where can you find gold?
http://www.goldfeverprospecting.com/howtofigogop.html
 Historians – Which countries were the first to discover and use gold?
http://www.historyforkids.org/learn/science/mining/gold.htm
 Gold Traders - Where are the world’s largest gold fields?
http://www.cmi-gold-silver.com/blog/10-most-prolific-gold-fields-in-the-world/
 Fun Factsters – What are some interesting facts about gold?
http://www.livescience.com/39187-facts-about-gold.html
 Students report back to the wider group to share their knowledge of gold from different
perspectives. Reference sites can be used in the background on IWB to provide visual support
to the class during feedback sessions.

iPads
Writing material
IWB
3. Video: The History of Gold
View the following video to discover the history of gold around the world.
How Gold is mined, refined and formed: https://www.youtube.com/watch?v=55FX3H2WOwg
 Discuss and record key information in learning journals.

video:
How Gold is mined,
refined and formed
Learning journals
OUTCOME
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
CONTENT
Sequence historical
people and events.
TEACHING & LEARNING ACTIVITIES
4. Digital Timeline: History of Gold
Provide volunteers with pictogram cards of historical events pertaining to the discovery of gold.
Students use the pictogram cards to position themselves along a timeline marked out on the
floor with tape to indicate where they feel events occurred historically.
 View the timeline below and discuss the history of gold.
http://www.visualcapitalist.com/gold-series-history-gold/
 Review timeline placement and re-order if necessary to show an accurate account of events.


Identify different
points of view in the
past and present.
Explain why the
behaviour and
attitudes of people
from the past may
differ from today.
RESOURCES
Pictogram cards of
historical events
Tape
Electronic timeline
(as referenced)
5. Discussion: Aboriginal Discoveries of Gold
Discuss the Aboriginal view point on money and the earliest discoveries of gold in Australia.
Explore the connection Aboriginal people have with the land (where many believe);
- The land holds their ancestors in various forms.
- The land is their mother and place of belonging.
- The land requires Aboriginal people to look after it as custodians.
-The land is a ‘living record’ of Aboriginal history and culture.
 Consider why more Aboriginal people refused to dig holes in the earth to find gold.


6. Glossary: Gold and The Goldrush Era in Australia


Create a glossary of terms for gold and the goldrush era. Enlarge and display on the learning wall.
Print copies for exercise books and add to the list of terms throughout the duration of the unit.
Glossary: Gold
EXTENSION
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
Research Task: Modern Uses of Gold
Research the modern uses of gold at http://geology.com/minerals/gold/uses-of-gold.shtml .
Use the camera tool to capture images of gold’s common usages in modern society from the
site above and paste into a notebook file. Label and write captions under images.
 Present images as visual support when reporting back to the wider group.


Internet access
IWBs
OR
Research Task: Gold Prices Today

Research and track gold prices over the course of the term. Present data to the wider group in
graph form using Excel. Discuss why the price of gold rarely fluctuates.
Internet access
Excel
GOLD FEVER
FOCUS: THE DISCOVERY OF GOLD IN AUSTRALIA
OUTCOME
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
CONTENT
Identify events that
have shaped
Australia's identity
and discuss why they
were significant.
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Guessing Game – Where In the World?
Place gold coin chocolates along with secret school locations (e.g. under the bubblers) into the
3 boxes and display at the front of the class. Students ask geographical questions that enable
them to narrow down and guess the secret locations as specified in the boxes. The three
successful students to guess the locations, receive the boxes.
 Use this task to initiate a discussion on the historical discovery of gold in Australia.

3 Treasure boxes
3 Cards
Gold coin chocolates
2. Five Minute Research Challenge: History on a Plate
Write inquiry questions re: the discovery of gold in Australia on small paper plates and cover
with plastic bowls. Refer to the following site for possible questions.
 In groups of four, students use iPads to research the site below to answer challenge questions.
http://www.historytoday.com/richard-cavendish/australian-gold-rush-begins
Students write the answers to the questions on small cards. The first group to answer all
questions correctly and place them under the bowls is the winners of the research challenge.

HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
3. Historical Video: Edward Hargraves’ Contribution to the Australian Goldrush.
Develop historical
texts, particularly
narratives and
descriptions, which
incorporate source
material.
4. Digital Character Profile: Edward Hargraves
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
View the following video and consider the factors that led to the Australian goldrush.
The Early Australian Prospectors (Part 1) https://www.youtube.com/watch?v=VglWWR9SfCA
 Discuss the significance of Hargraves’ discovery to the history of our nation as depicted
in the video.
 Record key information in learning journals.




Create a digital character profile of Edward Hargraves and note key events of his life.
Print and display class profile on the learning wall.
Dramatise the discovery of gold. Use freeze frames to show the perspectives of Hargraves,
Lister and the Toms brothers, Aboriginal observers and the Gold Commissioner.
5. Interactive Resource: Gold Map (National and State Gold Reserves)
Use the interactive gold map below to investigate the locations of gold reserves across Australia.
http://www.sbs.com.au/gold/GOLD_MAP.html
 Record locations of early gold towns in learning journals.

Paper plates
with inquiry questions
iPads
internet access
Historical video:
The Early Australian
Prospectors
(Part 1)
Learning journals
Character Profile
(Digital Scaffold)
Interactive Gold Map:
Look For Gold!
Learning journals
OUTCOME
CONTENT
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Use a range of sources
to investigate ONE
significant event and
its impact on the
chosen colony
TEACHING & LEARNING ACTIVITIES
RESOURCES
6. Mapping Task: Early Gold Towns
Use the interactive map in the previous task to locate and mark major gold reserves
on a map of Australia.
 Identify and plot the locations of early gold towns on maps of NSW and Victoria.

Maps:
Australia
NSW
Victoria
7. Worksheet: Gold is Found
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and write
to show understanding
of historical matters.

Students complete Pages 35-36 of History Now – Book 5.
Historical concepts covered:
- Secret discoveries of gold
- Hargraves’ return from the Californian Goldrush
- Hargraves’ journey to ‘discovering’ gold
- The role of public meetings and the newspapers in creating a goldrush
EXTENSION
Identify different points
of view in the past and
present.
Informal Debate: “Fresh air and water should be considered more valuable than gold.”
Divide the class into two and assign affirmative / negative teams.
Students consider the damaging aspects of mining for gold on the environment and
their knowledge of gold and its uses to debate the issue;
“Fresh air and water should be considered more valuable than gold.”
 Students cross the floor to indicate their personal view and then justify their stance
with their top three arguments.
 Compare and contrast modern attitudes to mining the land to those of the 1800s.


History Now 5
Pp 35-36
GOLD FEVER
FOCUS: IMMIGRATION TO THE GOLDFIELDS
OUTCOME
CONTENT
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Camping Out
Erect a small tent in the classroom (or provide an electronic image of one) and use as
stimulous to initiate a discussion on camping in the great outdoors.
 In small groups, record items to be taken on a four week camping trip in the Australian bush.
Consider; Clothing and footwear, bedding, cooking utensils, food items, first aid and hardware
required for survival and comfort. All items must be portable and carried by group members.
 Divide items and assign them to group members for transportation to the camping site.
Consider a) how heavier items will be distributed across the group and b) methods of carrying
them to the campsite along a five kilometre track.

HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Identify the European
and Asian countries
from which people
migrated to Australia
during the nineteenth
century and reasons
for their migration.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Locate information
relevant to inquiry
questions in a range
of sources.
Tent
Paper & pens
2. Post-It Note Investigation: Travel to the Goldfields
In small groups, students use reference material in a bulk loan from the school library
to write key information on sticky notes.
 Students group like information by placing sticky notes on sheets of A3 paper
headed with the following inquiry questions;
 Who travelled to the goldfields?
 What modes of transportation were used to travel to the goldfields?
 What pathways did the diggers take to the goldfields?
 What items did people take to the goldfields?
 What dangers and difficulties were encountered on the roads to the goldfields?
 What happened to the populations of neighbouring cities?


Groups draw one of the inquiry questions (above) from a hat and report back to the wider group.
Bulk loan from library;
The Australian
Goldrush
A3 paper with
focus questions
Post-It Notes
Pens
Hat
Inquiry questions
on cards
3. Electronic Graph: Interpreting Immigration Data (European and Asian)
Compare information
from a range of
sources.
Provide an electronic graph of immigration data during the Australian goldrush period.
Identify the European and Asian countries from which people migrated to Australia
between the years 1850 – 1870 and consider their reasons for migration.
 Discuss the animosity between prospectors caused by the competition for gold-bearing land.
 Identify the years of decline in immigration and propose reasons for decreasing numbers.
 Use the decline in immigration numbers to show when industrial mining overtook fossicking.


Electronic graph:
Immigration Data
1850 - 1870
OUTCOME
CONTENT
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
Respond, read and
write to show
understanding of
historical matters.
TEACHING & LEARNING ACTIVITIES
RESOURCES
4. Graphic Illustrations: Roles of Indigenous Guides
Research the roles played by Aboriginal people in opening up land within the goldrush period
at the following site; Aborigines and The Goldrush
http://ergo.slv.vic.gov.au/explore-history/golden-victoria/life-fields/aborigines-gold-rush
 As newspaper sketch artists, students illustrate the roles played on the goldfields by Aboriginal
people in cartoon form for a newspaper of the times.

Digital text:
Aborigines and
the Goldrush
A3 Paper
Fine felt tip pens
5. Historical Video: Difficulties Encountered on the Way to the Goldfields
View the following historical video on the difficulties encountered by miners as they made
their way to the goldfields in each of the Australian States.
The Early Australian Prospectors (Part 2) https://www.youtube.com/watch?v=xo81c6GQPQM
 Discuss and record key information in learning journals.

Historical video:
The Early Australian
Prospector
(Part 2)
Learning journals
6. Worksheet: The Rush Spreads

Students complete Pages 38-39 of History Now – Book 5.
Historical concepts:
- New discoveries of gold
- Mass immigration of workers from cities and towns
- Migration from other countries - Hardships encountered on the goldfields
History Now 5
Pp 38-39
EXTENSION
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
iPad Concept Maps (Popplets): Difficulties Encountered by Prospectors
Students use the Popplet app to create electronic concept maps on iPads to show the
difficulties faced by prospectors as they travelled to the goldfields. Areas of danger can be
negotiated for consideration, e.g. environmental dangers, human threat, climatic conditions etc.
 Reflector (or similar applications) may be used to share Popplets with the wider group.

iPads
Popplet App
Reflector App
(or similar)
OR
Excel Graphs: Population on the Goldfields (1850 – 1860)
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
Research the population breakdown of migrant prospector groups at the site below.
The Original Goldrush Colony – Population on the Goldfields;
http://www.goldrushcolony.com.au/australian-gold-history-culture-info/immigrantinfluences-australian-gold-fields/population-goldfiel
 Enter data into Excel and generate column graphs and pie charts to show relative numbers of
migrant groups on the goldfields from 1850 -1860. Print and display graphs on the learning wall.

Digital Text:
Population on the
Goldfields
(as referenced)
Excel
Printer
GOLD FEVER
FOCUS: LIFE ON THE GOLDFIELDS
OUTCOME
CONTENT
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Identify events that
have shaped
Australia's identity
and discuss why they
were significant.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Identify and pose
questions to inform an
historical inquiry.
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Investigate the
experiences of a
particular migrant
group and the
contributions they
made to society.
Use a range of
communication forms
(oral, written, graphic)
& digital technologies.
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Goldrush Simulation Game
Draw 10 student names out of a hat and issue them with a copy of a miner’s licence.
These students become legal miners. Draw 5 more student names for ‘troopers,’ and one
other for the ‘gold exchange’.
 Place yellow counters (of varying amounts) into small snaplock bags and hide in a designated
area of the playground. Then select a post or tree which will serve as a gaol.
 Students search for gold for the duration of 15 minutes. Any bag found must be registered at
the gold exchange before searching for more. Troopers stop students and check their licences.
Miners caught without a licence, must go to gaol for the period of 1 minute. Here, the trooper
acting as gaoler provides them with a stopwatch to time their captivity. Students resume mining
after serving their time in gaol. Licence swapping may be permitted in keeping with the times.
An element of difficulty may also be added with the payment of licence fees every 5 minutes.

Student name cards
Hat
Miner’s licenses
Yellow counters
Sm snaplock bags
Class list
6-8 stopwatches
Post or tree
2. Digital Text: Life on the Goldfields – Living There
Students write questions they are curious about regarding everyday life on the goldfields and
place them in a question box. These can be drawn and answered after the following inquiry task.
 In small groups, students research the digital text at site below to investigate:

http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0009/109917/life-on-the-goldfields-living-there.pdf
- Dwellings on the goldfields
- Food eaten on the goldfields
- Miner groups on the goldfields



- The general store & butchers on the goldfields
- Sickness on the goldfields
- Social life on the goldfields
Paper strips
Question box
Graffiti boards
(whiteboards)
Dry erase markers
Students write and / or draw key information for their allotted section on a graffiti board.
Group leaders use their graffiti boards to report their findings to the wider group.
Compare and contrast everyday life as we know and experience it today with the early 1800s.
3. Videos: Mining Tools and Techniques
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Use historical terms
and concepts.

Students view the following videos to explore the gold mining techniques of panning, cradling
and sluicing. Record key information pictorially using labelled diagrams in learning journals.
How to Pan for Gold https://www.youtube.com/watch?v=mTn5aAYQKUE
Cradling for Gold https://www.youtube.com/watch?v=2u5fF0Po_q4
Modern Sluice box https://www.youtube.com/watch?v=I9ysABXmiDk
Videos:
Mining methods
(as referenced)
Learning journals
OUTCOME
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
CONTENT
Identify events that
have shaped
Australia's identity
and discuss why they
were significant.
TEACHING & LEARNING ACTIVITIES
4. Worksheet(s): The Gold Rushes

Respond, read and
write to show
understanding of
historical matters.
Identify different
points of view in the
past and present.
Explain why the
behaviour and
attitudes of people
from the past may
differ from today.
RESOURCES

Students complete Pages 35-36 of Australian Curriculum History – Book 5.
Historical concepts covered:
- Goldrush impact on convicts
- Goldrush impact on businesses and wages
- Goldrush impact on transportation
- Goldrush impact on migration & population growth
- Goldrush impact on law and order
- Goldrush impact on communications
- Racial riots with the Chinese
- Political riots (The Eureka Stockade)
Students complete Pages 31-32 of Australian Curriculum History – Book 5.
Historical concepts covered:
- Aboriginal impact on the land
- Introduced animal & plant species
- Early European impact on the land
- Impact on indigenous plants and animals
- Goldrush impact on the land
- Modern problems resulting from the past
Australian Curriculum
History
Book 5
Pp 35 - 36
Australian Curriculum
History
Book 5
Pp 31 - 32
5. Discussion: My Land – Through Aboriginal Eyes
Conduct a ‘time-lapse’ discussion on the changing face of the Australian landscape through
Aboriginal eyes.
 Provide 5 minutes of silent reflection time during which students write ‘significant’ keywords
and phrases that have impacted on them from their discussion on sticky notes.
 Take turns to place the sticky notes on a tree diagram.

Post-It notes
Tree diagram
EXTENSION
Use a range of
communication forms
(oral, written,
graphic) and digital
technologies.
Compare information
from a range of
sources.
Poetry / Fantasy Journey: My Country
Take the students on a fantasy journey. Read excerpts of Dorothea Mackellar’s poem
‘My Country’ and allow the students to imaging Australia as it was before European migration.
 Compare and contrast with Dorothea’s own recitation of her poem at the following site;
My Country https://www.youtube.com/watch?v=o5bNhQrKay0
 Discuss the timeless nature of Aboriginal connection with the land.
 Write poems in the style of the poet (Dorothea Mackellar) re: the aftermath of diggings
on the goldfields.

Poem: My Country
(Dorothea Mackellar)
Video:
My Country
(as referenced)
GOLD FEVER
FOCUS: DANGERS ON THE GOLDFIELDS
OUTCOME
CONTENT
TEACHING & LEARNING ACTIVITIES
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Use a range of sources
to investigate ONE
significant
development or event
and its impact on the
chosen colony
1. Ignition Activity: Interactive Game – Gold Rush!
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
2. Video: Shaft Mining – Holtermann Nugget

Students use the site below to buy a fossicking permit and navigate various environments in
search of gold in Ballarat (1865). They collect various tools and equipment along the way,
experience hardships and sell their gold at the exchange.
Gold Rush! http://www.myplace.edu.au/TLF_resources/L702/description.html
View the video below on the Holtermann nugget
630 Pound Gold Specimen https://www.youtube.com/watch?v=G5ogKai4EW4
 Discuss the dangers associated with shaft (or reef) mining during the Australian goldrush;
foul air, drownings, accidental falls (at night and during the day) and cave ins.

RESOURCES
Interactive game:
Gold Rush
(as referenced)
Video:
Holtermann Nugget
(as referenced)
3. Project: People on the Goldfields
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Identify and locate a
range of relevant
sources to support an
historical inquiry.
Locate information
relevant to inquiry
questions in a range
of sources.
Compare information
from a range of
sources.

PART A: Bushrangers - Wanted Poster & Related Research
The students research and create a wanted poster for a bushranger of their choice outlining;
their bushranger’s pseudonym, physical characteristics, background information, crimes and
rewards offered for capture. Display posters in the classroom’s ‘post office wall of infamy’.
A comprehensive list of bushrangers can be found at http://www.heraldsun.com.au/news/laworder/a-short-bloody-history-of-bushrangers-you-may-not-know-from-mad-dog-morgan-to-harry-thegentleman-power/story-fni0ffnk-1227037411882
PART B: PowerPoint Presentation
The students research and deliver a 3-5 minute PowerPoint presentation on one of the
following (groups of) people on the goldfields;
- Women on the goldfields
- Caroline Chisholm
- Children on the goldfields
- Bernhardt Otto Holtermann
- Teachers (and schools) on the goldfields
- Anastasia Hayes
- Bush doctors on the goldfields
- Peter Lalor
- The Chinese on the goldfields
- Mei Quong Tart
- Outlaws on the goldfields
- Ned Kelly
Topics could be drawn out of a hat to avoid over-duplication of presentations to peer group.
Cardboard
Writing material
A variety of reference
material
PowerPoint
Hat
Topic cards
OUTCOME
CONTENT
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Identify events that
have shaped Australia's
identity and discuss
why they were
significant.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping of
the colony.
Sequence historical
people and events.
Develop historical
texts, particularly
narratives and
descriptions, which
incorporate source
material.
TEACHING & LEARNING ACTIVITIES
RESOURCES
4. Video(s): The Eureka Stockade
View the following video clips to investigate the difficulties and dangers encountered by the
prospectors associated with the authorities during the Australian goldrush period.
Gold Tax http://aso.gov.au/titles/documentaries/riot-or-revolution/clip1/
Beginnings of Eureka http://aso.gov.au/titles/documentaries/riot-or-revolution/clip2/
Birth of Social Democracy http://aso.gov.au/titles/documentaries/riot-or-revolution/clip3/
 Record key information in learning journals and discuss how the events of the Eureka stockade
preluded voting and unionism in Australia.

Videos:
Eureka Stockade
(as referenced)
Learning journals
5. Notebook Animation: The Eureka Stockade

Students use the page recoding function in Notebook to animate and sequence the events of
the Eureka Rebellion. Add voiceovers and sound effects to add dramatic emphasis.
Smart Notebook
6. Worksheet: The Eureka Stockade and The Eureka Flag

Students complete Pages 40-42 of History Now – Book 5.
Historical concepts covered:
- Causes of miner unrest
- Formation of the Ballarat Reform League
- The battle at the Eureka Stockade
- The results of the Eureka uprising
- The symbolism and significance of the Eureka flag
History Now 5
Pp 40 – 42
EXTENSION
Webquest: School Life in the 1850s
Use a range of
communication forms
(oral, written, graphic)
and digital technologies.

The students engage in self-directed learning to explore the hardships and dangers
experienced by the early prospectors of the Australian goldrush at the site below.
School Life in the 1850s http://gold.rush5.tripod.com/school-life-in-the-1850-s.html
Webquest:
School Life on the
Goldfields
(as referenced)
OR
Dramatisation: The Wild Colonial Boy
Sequence historical
people and events.

The students dramatise and video the events in the song ‘Wild Colonial Boy’ (Irish Rovers)
for viewing by a group of their peers.
Sound recording:
Wild Colonial Boy
Costumes & props
iPads
GOLD FEVER
FOCUS: CHINESE MIGRANT WORKERS ON THE GOLDFIELDS
OUTCOME
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
CONTENT
Investigate the
experiences of a
particular migrant
group and the
contributions they
made to society.
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Mahjong
Outline and play traditional games from the goldfields; quoits, skipping, hopscotch, marbles,
naughts and crosses, shove the halfpenny and housey housey.
 Introduce Mahjong as a game played by Chinese children (and adults) on the goldfields.
Model, then play the digital version of the game at the site below.
Mahjongg http://www.primarygames.com/holidays/chinese/games/mahjongg/

Digital game:
Mahjong
(as referenced)
2. Videos: Chinese Miners
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
View the videos below and discuss reasons for anti-Chinese sentiment in the 1850s.
Chinese Miners and Gold Licenses https://www.youtube.com/watch?v=S8VykGzLBx8
Australian Migration (1788-1900) https://www.youtube.com/watch?v=MFEbNtTf4l4
 View the video below and discuss Chinese contributions to mining methods on the goldfields.
Chinese Windlass https://www.youtube.com/watch?v=wJn6ncKcR4k

3. Digital Text: Chinese on the Australian Goldfields
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and
write to show
understanding of
historical matters.
In small groups, students investigate the anti-Chinese sentiment on the goldfields at the site below.
Anti-Chinese Racism http://www.goldrushcolony.com.au/australian-gold-history-cultureinfo/chinese-australian-gold-fields/anti-chinese-racism
 Discuss Chinese contributions on the goldfields and to the future development of small
business in Australia. Record key information in learning journals.

Historical videos:
(as referenced)
Digital texts:
Chinese on the Goldfields
Anti-Chinese Racism
Learning journals
4. Venn Diagram: Chinese vs European Mining Experience
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.
Use a Venn diagram to compare and contrast
the Chinese and European experience on the
goldfields in the 1800s.
 Discuss how differences lead to resentment
and riots between the two opposing groups.
 Show how Chinese entrepreneurs and workers
contributed to society after the goldrush.

IWB
Graphic organiser:
Venn Diagram
Information available at: National Museum Australia – Rise of Merchants, The General Store, Market Gardens, Vendors & Cooks and Laundries & Factories
http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_endurance_html_version/explore_the_scroll/rise_of_merchants

Discuss the part these entrepreneurs played in mending relations between European and
Chinese miners on the goldfields in later years.
Related text
OUTCOME
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
CONTENT
Respond, read and
write to show
understanding of
historical matters.
TEACHING & LEARNING ACTIVITIES
RESOURCES
5. Worksheet: Asian Workers in Australia

Students complete Pages 51 - 52 of Australian Curriculum History – Book 5.
Historical concepts covered:
- Contributions to Australian society by Chinese prospectors and merchants
- Contributions to Australian society by Japanese pearl divers
- Contributions to Australian society by Afghan cameleers
Australian Curriculum
History
Book 5
Pp 51-52
6. Digital Text(s): Chinese Entrepreneurs and Workers
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
Investigate the
experiences of a
particular migrant
group and the
contributions they
made to society.
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Identify different
points of view in the
past and present.
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Explain why the
behaviour and
attitudes of people
from the past may
differ from today.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
Pose the inquiry question – How did the Chinese contribute to the shaping of the colony?
Discuss and share background knowledge, then in small groups, research the site below to
investigate how Chinese entrepreneurs and workers contributed to society after the goldrush.
National Museum Australia – Rise of Merchants, The General Store, Market Gardens,
Vendors & Cooks, Laundries & Factories and Riverboat Trade
http://www.nma.gov.au/collections/collection_interactives/endurance_scroll/harvest_of_end
urance_html_version/explore_the_scroll/rise_of_merchants
 Students report back and share key information with the wider group.
 Discuss the difficulties faced by Chinese groups in establishing their work enterprises.
Then consider current evidence of Chinese migration in Australia today.
 Draw and label ‘snapshots’ of Chinese life on the goldfields. Group and display on the learning wall.


Digital texts:
Rise of Merchants,
The General Store,
Market Gardens,
Vendors & Cooks
Laundries & Factories,
Riverboat Trade
(as referenced)
A5 Cardboard cards
7. Camp Excursion: The Original Gold Rush Colony (Old Mogo Town)

The student attend a camp excursion to Old Mogo Town to experience life on the goldfields
from European, Chinese and Aboriginal perspectives. As a part of their experience,
the students visit camp sites, town buildings (the barber, hospital and post office), a Chinese
Josh House and pan for gold. Tour guides provide students with comprehensive, guided
lessons at each point to give them a good feel for the historic 1850s.
Details: http://www.goldrushcolony.com.au/schools
iPads
(digital photography)
EXTENSION
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Design Task (Poster): Chinese General store
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies.

Students list items for sale in a Chinese general store located on the outskirts of a goldfield.
Items are grouped (e.g. food, drink, mining equipment, clothing, games etc.) and illustrated
on shelves. Goods for both Chinese and European prospector should be included.
Cardboard
Drawing material
GOLD FEVER
FOCUS: EUROPEAN MIGRANT WORKERS ON THE GOLDFIELDS
OUTCOME
CONTENT
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Strike It Rich – Coordinate Game
Create a digital grid of an 1850s goldfield in Notebook. Insert graphic images of gold nuggets
(of varying size) in 10% of the cells. Insert ‘licence fee’ in 30% and ‘bushrangers’ in 20% of the
remainder. Cover all cells with rectangular shapes to hide the location of the gold etc.
 Students ‘stake a claim’ by nominating coordinates on the grid. They then delete rectangles to
reveal their winnings or losses. The student to gain the most financial reward wins the game.

Strike It Rich
(Coordinate Game)
2. Art Investigation: Aboriginal Co-operation and Assistance to European Migrants
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Compare information
from a range of
sources.
Use the paintings of Samuel Thomas Gill, Thomas Ham and Eugene Von Guerard at the following
site to initiate a discussion on Aboriginal assistance to European migrants on the goldfields –
then read and list methods of help and co-operation between parties in learning journals.
Not Just Bewildered Onlookers http://www.egold.net.au/biogs/EG00045b.htm
 Compare paintings and text at the site in terms of source material.
 Sensitively guide a discussion on the impact of European diseases and the introduction of
sly grog to early Aboriginal people.

Early artworks of
Aboriginal people on
the goldfields
Digital text:
Not Just Bewildered
Onlookers
(as referenced)
3. Mini-Investigation: The Daily Life of European Migrants on the Goldfields
Identify and pose
questions to inform
an historical inquiry.

Locate information
relevant to inquiry
questions in a range
of sources.
In small groups, students list questions to inform a historical inquiry into the daily life of
European migrants on the goldfields. They highlight five of these for investigation, then access
the related sites below to answer them.
Paper and
writing material
RELATED TEXTS
Life on the Goldfields (Hargraves’ Goldfield)
http://www.resourcesandenergy.nsw.gov.au/__data/assets/pdf_file/0003/109479/hargraves-goldfield.pdf
Life on the Goldfields (Getting There)
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0008/109898/life-on-the-goldfields-getting-there.pdf
Life on the Goldfields (Living There)
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0009/109917/life-on-the-goldfields-living-there.pdf
Life on the Goldfields (Children on the Goldfields)
http://www.resourcesandenergy.nsw.gov.au/__data/assets/pdf_file/0019/109324/children-on-the-goldfields.pdf
Life on the Goldfields (Bushrangers)
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0006/109941/life-on-the-goldfields-bushrangers-the-lure-of-gold.pdf

Share questions and findings with the wider group.
* Alternately, record questions and answers on either side of quiz cards for a class trivia challenge.
Digital texts:
Life on the Goldfields
(as referenced)
Quiz cards
OUTCOME
CONTENT
TEACHING & LEARNING ACTIVITIES
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Develop historical
texts, particularly
narratives and
descriptions, which
incorporate source
material.
4. iPads: Digital Diary – A Child’s Life on the Goldfields
HT3-2 A student
describes and explains
different experiences
of people living in
Australia over time.
Use a range of sources
to investigate the role
of a particular man,
woman or group and
the contributions each
made to the shaping
of the colony.
5. Class Newspaper: The Alpine Pioneer and The Kiandra Advertiser

Students use the Book Creator app (or like) to generate diary entries of a child living on the
goldfields in the 1850s. Entries outline the hardships, dangers and daily life events faced by
European prospectors on the goldfields. Screen shots can be taken and inserted using the
camera function to support the students’ writing. Completed works can be copied to Dropbox
or emailed to the teacher.
Investigate pages of the historical newspaper ‘The Alpine Pioneer and The Kiandra Advertiser’
at http://www.kiandrahistory.net/pioneer.html .
 Brainstorm and list the kinds of articles reported on in newspapers of the 1860s; Public works
and buildings, mining reports, court reports, entertainment reports, trading pages,
employment pages, bushranger alerts, obituaries, advertisements etc.
 Write articles and create advertisements for a newspaper to report on events of the 1860s.
 Publish class newspaper using the online newspaper generator at
Printing Press http://www.readwritethink.org/files/resources/interactives/Printing_Press/

RESOURCES
iPads
Book Creator app
(or like)
Historical newspaper:
The Alpine Pioneer
and The Kiandra
Advertiser
(as referenced)
Newspaper generator:
Printing Press
(as referenced)
6. Worksheet: European Workers in Australia
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and
write to show
understanding of
historical matters.

Students complete Pages 55 - 56 of Australian Curriculum History – Book 5.
Historical concepts covered:
- Causes of European migration and population growth in Australia
- European contributions to farming and agriculture in Australia
- European contributions to public works and infrastructure in Australia
Australian Curriculum
History
Book 5
Pp 55 - 56
EXTENSION
Develop historical
texts, particularly
narratives and
descriptions, which
incorporate source
material.
An Anthology of Artworks: A History in Art
Students select and analyse a painting of a famous Australian artist
(E.g. Tom Roberts, Sydney Nolan, Eugene Von Guerard, Edward Roper etc.) in an art critique.
 Collect critiques and bind to create an anthology of artworks (A History in Art) depicting life on
the Australian goldfields.

Internet access
Printer
GOLD FEVER
FOCUS: EXPANSION – TRANSPORTATION AND COMMUNICATION
OUTCOME
HT3-1 A student
describes and explains
the significance of
people, groups, places
and events to the
development of
Australia.
CONTENT
Identify events that
have shaped
Australia's identity
and discuss why they
were significant.
TEACHING & LEARNING ACTIVITIES
RESOURCES
1. Ignition Activity: Interactive Game – Morse Code
Outline the development and history of the telegraph system in Australia during the 1850s.
Discuss its importance in connecting colonies across the states of Australia.
 Provide students with a copy of the Morse code alphabet and use the interactive game below
to learn, practice and crack codes.
Sam’s Operation: Dit-Dah https://www.nsa.gov/kids/games/gameMorse.swf
 Write secret messages about the goldrush period to peers using dots (dits) and dashes (dahs).

Morse code alphabet
Interactive game:
Sam’s Operation: Dit-Dah
Paper
Writing material
2. Worksheet: Connecting to the World
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and
write to show
understanding of
historical matters.

Students read Page 47 and complete Page 49 of Australian Curriculum History – Book 5.
Historical concepts covered:
- The need for internal communication
- The development of the telegraph system in Australia
- The importance of the telegraph system in the expansion of Australia
Australian Curriculum
History
Book 5
Pp 47 & 49
3. Historical Videos: Early Transportation in Australia
Identify different
points of view in the
past and present.

View the following videos on early forms of transport as narrated by people in the present.
Cobb and Co Coach
http://museumvictoria.com.au/learning-federation/video-temp/melbourne-storyvideos/cobb-and-co-coach/
Explain why the
behaviour and
attitudes of people
from the past may
differ from today.
Paddle Steamer & Barge Building in Goolwa 1853 - 1914
https://www.youtube.com/watch?v=lGoa0__RnL8
The Great Lithgow Zig-Zag Railway
https://www.youtube.com/watch?v=4MQdals0WHw
Establish the importance of these early forms of transport in opening up inland Australia
during the middle and late years of the goldrush period.
 Discuss and explain how people of the past may have viewed these forms of transport.
 Compare and contrast past views of these forms of transport with those of people today.

Videos on
early transportation
in Australia
(as referenced)
OUTCOME
CONTENT
TEACHING & LEARNING ACTIVITIES
RESOURCES
4. Worksheet: Transport in the 1800s
HT3-5 A student
applies a variety of
skills of historical
inquiry and
communication.
Respond, read and
write to show
understanding of
historical matters.

Sequence historical
people and events.
Students read Page 43 and complete Page 44 of Australian Curriculum History – Book 5.
Historical concepts covered:
- The use of horses, bullocks and coaches for transportation to the goldfields
- The use of camels in opening up inland Australia and building the telegraph system
- The use of riverboat steamers in transporting supplies to gold towns
- The use of steam trains in transporting gold to ports and supplies on return trips
Australian Curriculum
History
Book 5
Pp 43 – 44
5. Topic Test: Gold Fever

Students sequence historical events and respond to show their understanding of historical
matters in a topic test on the Australian goldrush period.
Topic test:
Gold Fever
EXTENSION
Use historical terms
and concepts.
Use a range of
communication forms
(oral, written, graphic)
and digital
technologies
Poetry Analysis: Waltzing Matilda
Consider various ways in which the prospectors of the 1800s attained food whilst travelling
between goldfields.
 Use the following site to conduct an analysis and review of Andrew Barton (Banjo) Patterson’s
poem ‘Waltzing Matilda.’ Click on keywords within the poem to reveal the meaning of the
following terms; swagman, billabong, coolabah tree, billy, jumbuck and squatter.
Waltzing Matilda http://www.cummingsstudyguides.net/Guides8/Matilda.html#Notes

Poem:
Waltzing Matilda
By: A B Patterson
Study guide:
Waltzing Matilda
(as referenced)
PROGRAM EVALUATION
STUDENT ACHIEVEMENT
RESOURCES
TIME ALLOCATION
NOTES
FOLLOW UP